Abstract
Symbolic play constitutes a prominent index of early cognitive competence. How is symbolic play in young children affected by contexts of person and place? Is symbolic play in young children stable? This methodological study shows that young children play at about the same level with different people (mother and a stranger who behaves much like mother) and at about the same level in different settings (the familiar home versus the unfamiliar laboratory). Mothers did not differ in their symbolic play between home and laboratory either. Child and mother symbolic play also showed significant (medium to large effect size) short-term stability. In the case of symbolic play, cross-contextual generalizations appear generally warranted.
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